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The overriding point of departure for Assessment is one of Continuous Assessment. This implies that the term’s assessment comprises of a variety of class activities as well as formal testing in the form of class tests. Mid-year and end of year exams are also written in selected subjects. Class activities by implication includes carefully structured and designed activities done in class, activities started in class and completed for homework, presentations, projects, speeches and group learning activities.

It is the role of the teacher to assess the work completed and to accurately record the quantifiable result as well as a careful assessment of competency of skills according to a 7 point scale
Assessment is conducted in different forms. Within the classroom context, these include summative, self, group and teacher. Formal assessment also takes place in the form of class tests, planned presentations and projects and exams. The final term mark is based on combination of class learning and formal testing. The assessment weighting used to compile the promotion mark occurs on a sliding scale. Continuous assessment activities carry a greater weighting in Grade 4 and formal assessment carries a greater weighting in Grade 7.

St Benedict’s academic standards are high and we use a number of internal and external assessment instruments to moderate these standards. Assessment is structured to challenge a boy, consolidate skills and knowledge strands and plan effectively for the next cycle of learning. We understand that each boy learns differently and has different abilities and strengths. Assessment helps us identify and strengthen a boy’s progress and we grasp completely that boys will move through cycles of trying and succeeding at different phases and in different disciplines. All boys will go on to succeed in their areas of personal development as well as being prepared for the academic rigour of college.